|
Appendix 13:
Music lesson – fill gaps about composers
Name:
|
Johan Sebastian Bach
|
Born:
|
|
Composition:
|
|
Name:
|
|
Born:
|
21.3.1685
|
Composition:
|
Easter Oratorio
|
Name:
|
Wolfgang Amadeus Mozart
|
Born:
|
|
Composition:
|
|
Name:
|
|
Born:
|
27.1.1756
|
Composition:
|
Symphony 40
|
Name:
|
Ludwig van Bethoven
|
Born:
|
|
Composition:
|
|
Name:
|
|
Born:
|
16.12.1970
|
Composition:
|
Opera Fidelio
|
Name:
|
Bedřich Smetana
|
Born:
|
|
Composition:
|
|
Name:
|
|
Born:
|
2.3.1824
|
Composition:
|
Má Vlast (Vltava)
|
Name:
|
Antonín Dvořák
|
Born:
|
|
Composition:
|
|
Name:
|
|
Born:
|
8.9.1841
|
Composition:
|
Slovanské tance
|
Appendix 14:
Teacher’s survey, explanations why teachers think that using CLIL approach is not possible in today’s schools.
dle mého názoru je dostatečné včlenění kultur témat a zeměpis. témat do výuky cizího jazyka
nedostatek aprobovaných učitelů cizích jazyků
žáci v běžné základní škole nemají potřebnou slovní zásobu, dají se využívat jen dílčí slovíčka (což se samozřejmě děje), ale vést výuku v cizím jazyce je nereálné, některé děti mají problém pochopit učivo podané česky...
náročná pro žáky, finanční motivace pro učitele
nedostatek kvalitních učitelů
jazyková úroveň dětí i má
opravdu netuším – o této metodě slyším prvně, nikdy se mi do ruky nedostala žádná příručka, nic. Nevím, co vše to obnáší – a popravdě si nedovedu představit začlenění AJ do jiného předmětu (ve větší míře, samozřejmě) např. u svých třeťáků, kteří tento rok s AJ začali :-) Každopádně zní to zajímavě :-)
malá časová dotace
učitelé ne-jazykových předmětů téměř nikdy neumějí cizí jazyk
problémy dětí s vyjadřováním se ve svém rodném jazyce (nečtou, slabá slovní zásoba...)
nedostatek speciálních pedagogů
né všichni učitelé umí dostatečně cizí jazyk
nedostatek času
Appendix 15:
Examples of mathematic songs:
Ten silly monkeys
Here come those ten silly monkeys
You do what they do
(Repeat Each Verse)
1 2 3 4 5 6 7 8 9 10
Silly monkeys with their friends
Monkey one and monkey two
Monkeys do the hula hoop
Ee ee ah ah oo oo oo
Monkey three and monkey four
Monkeys skateboard to the store
Ee ee ah ah oo oo oo
Monkey five and monkey six
Monkeys jump a pogo stick
Ee ee ah ah oo oo oo
Monkey seven and monkey eight
Monkeys make a silly face
Ee ee ah ah oo oo oo
Monkey nine and monkey ten
Monkeys hug a monkey friend
Ee ee ah ah oo oo oo
1 2 3 4 5 6 7 8 9 10
Silly monkeys with their friends
Ee ee ah a oo oo oo
(Ten Silly Monkeys, 2011, online).
Boom boom boom!
Boom boom, we can count to twenty,
Boom boom, we can count to twenty,
Singing our numbers is fun to do,
Boom boom, we can count to twenty.
One, two, three, four, five, six, seven, eight,
Nine, ten, but that’s not the end,
We’ve counted some now let’s play the drum.
Boom boom, we can count to twenty,
Boom boom, we can count to twenty,
Singing our numbers is fun to do,
Boom boom, we can count to twenty.
After ten comes eleven, twelve, thirteen, fourteen, fifteen, sixteen,
Seventeen, eighteen, nineteen, twenty,
Now we’re almost done so let’s play the drum.
Boom boom, we can count to twenty,
Boom boom, we can count to twenty,
Singing our numbers is fun to do,
Boom boom, we can count to twenty.
(Boom boom boom!, 2011, online).
Appendix 16:
Lesson plan for 1st grade children
This lesson plan shows that English can be already used in childrens‘ first year, when they have not started with English yet and are not able to fully read or write in Czech language. The author of this whole lesson plan is Miloš Novotný and it was taken from Cizí jazyky napříč předměty (Baládová a kolektiv, 2007).
Subject:
Czech language
Class:
1.
Time:
10 – 15 minutes
Materials:
Work sheets, pen or pencil
Cross-curricular relations:
English language
Author:
Miloš Novotný
Goal:
to use re-writing of capital letters for reading with understanding
to integrate English language while teaching reading and writing and therefore prepare children for getting to know the language in their 3rd year
to make children realize the difference between the written and spoken form
to make children more confident in learning a foreign language
picture – children can see what the word means visualy
Introduction to word’s graphic
Place for their drawing
Place for their writing
Before the lesson
choose 20 verbs, which are mostly used at school (sit down, stand up, open, close, read, write, count, draw, listen).
Make a working sheet (see appendix)
Instructions:
From the second term of a first year, children will work twice a week with two working sheets. We choose them according to letters which they have learned and so the verbs will be logicaly connected (open-close, read-write, start-stop).
First, we give each child a work sheet and ask them to guess (according to a picture) the meaning of a word. Then we will read the verb in the way it is written. We will explain to them, that in English the words are written in a different way than they are pronounced. Also we will stress, that some letters are pronounced in a different way that they are in Czech language (p, t, k, ch, ph, kn, th, ee, etc.). Afterwards we will read the verb in a proper English pronaunciation.
Children will try to draw the meaning of the word and then to actualy imitate the meaning (we can intorduce the game pantomime).
The main part of the activity will be re-writing the words (first they are filling separate letters and in the end they re-write the whole world).
During next lessons, we always repeat those verbs which children already know, it is also a good idea to post them on a visible place in the class.
Ideas:
Children can make a notebook from all sheets with verbs – we can make that during an art lesson or we can ask in a bookstore (depends on the costs and school possibilities).
We can use the memorized verbs on different lessons, so children get use to them and they will become something natural while starting English lessons in their 3rd year.
Do'stlaringiz bilan baham: |
